european college of sport science

Thursday, June 25th, 2009
EVALUATION OF MOTOR LEARNING METHODS IN YOUTH BASKETBALL PROGRAM
KNJAZ, D., MATKOVIĆ, B., MATKOVIĆ, BR., SWALGIN, K.
FACULTY OF KINESIOLOGY UNIVERSITY OF ZAGREB
Introduction: The aim of this study was to identify the efficacy of three motor learning/teaching methods existing in today’s sport, namely,
the analytical, synthetic and situational Methods: Method: The sample of subjects was comprised of 90 boys, 9 – 10 years of age, who
were beginners in basketball. A six-month program was conducted that, as regards the groups analysed, varied only according to the
teaching methods selected. The assessment of effects of certain methods was carried out through the analysis of the development of
motor abilities, specific motor skills, that is, the acquisition of basic elements of basketball technique in the play. The effects of the program
were analysed by the one-way and multiway analysis of variance. The variables were also analysed by means of the matrix of
correlations and by means of comparison of differences between arithmetic means.
The kinesiological influence that the subjects were subjected to, and that included three basketball training sessions per week and the
physical education classes, led to significant changes, regardless of the learning/teaching method, in most tests for the assessment of
motor abilities (except for the tests for the assessment of muscular endurance and flexibility) and in all tests for the assessment of specific
motor skills.
Discussion: The biggest effects achieved in most elements were initiated by the synthetic learning/teaching method; the analytical
method proved to be the most successful in the most demanding elements, whereas the positive effects of the situational teaching
method were the least expressed.
According to the results obtained and the analysis conducted it may be concluded that the best motor learning/teaching method in
basketball training for the population of children of a younger age-group (9 – 10 years of age), beginners in basketball, is the synthetic
method. The analytical method should be applied in the teaching/learning process of more structurally complex elements.
10:15 - 11:45
Oral presentations
OP-SO02 Sociology 2
HUMAN ACTION, TACIT KNOWLEDGE AND EMBODIED SKILLS
BRUEMMER, K.
UNIVERSITY OF OLDENBURG
Skillful performance in sports requires the ability to master uncertain situations by means of body techniques often under time constraints.
It appears obvious that this kind of competence does not only owe to time-consuming planning processes and knowledge-based rationalizations
governed by the conscious mind, but also involves the ‘intelligence’ of an experienced body. Yet, many hegemonic approaches
to human action or movement provided in the field of sport sciences focus almost exclusively on those underlying mental processes.
Especially in the last couple of years, however, these theories have come under criticism for their intellectualistic stance and reductionist
understanding of human action and being. Against the background of this critique, several frameworks have been formulated, claiming
that the faculty to react to uncertain situations in a quick and flexible manner constitutively depends on incorporated knowledge and
subjective sensations, which are largely tacit and hence difficult to objectify.
In the course of a paradigm shift labeled ‘practice turn’ [1], in the field of social sciences as well, concepts of tacit knowledge and embodied
skills have started to enjoy an increasing popularity with regard to the explanation of dexterous practice. Sociological practice theories
maintain that versed action is not only to be attributed to cognitive processes, but draws on incorporated dispositions, too, which had
been acquired in collective practices during socialization. Under certain conditions, these dispositions function as a ‘practical sense’ [2],
an intuitive feeling and tacit knowledge for what is to be done, allowing for an immediate, i.e. pre-reflective understanding and flexible
coping with a situation. According to the premises of practice theory, this sort of intelligence is not stored in an individual’s mind as a
subjective possession, but is rather to be regarded as a relational and situational phenomenon emerging in between different (human
and non-human) ‘actants’ [3].
So far, attempts to establish interdisciplinary linkages between the different approaches from sport and social sciences have been rare.
Thus, I intend to correlate them in order not only to identify parallels but also to uncover blind spots and shortcomings in the particular
concepts and to correct them mutually. It is my prior concern to integrate insights from social practice theory into concepts of motor control
and vice versa in order to achieve a more adequate understanding of human activity, which accounts for both sports and everyday
situations.
[1] Schatzki, T., Knorr Cetina, K., v.Savigny, E. (eds.) (2001): The Practice Turn in Contemporary Theory. London, New York.
[2] Bourdieu, P. (1987): Sozialer Sinn. Kritik der theoretischen Vernunft. Frankfurt/M., p. 122.
[3] Latour, B. (1996): On Actor-Network-Theory. A few clarifications. In: Soziale Welt, 47, pp. 369-381.
ACTIVE CITIZENSHIP? A SOCIOLOGICAL ANALYSIS OF THE MOTIVATIONS BEHIND VOLUNTEERING IN SPORTS
BLOYCE, D., LOVETT, E., MEAD, R.
UNIVERSITY OF CHESTER
Introduction: The voluntary sector is widely accepted as being of fundamental importance to sport. Game Plan (2002: 9), the British government’s
strategy for sport, states that ‘sport depends heavily on the commitment of thousands of volunteers’. Numerous academics
have also highlighted the importance of the voluntary sector in sport (Cuskelly, Hoye and Auld, 2006). Furthermore, volunteering is one of
several ways in which the British government is promoting ‘active citizenship’. Very little has been written about sports volunteers from the
point of view of the volunteers themselves. In this respect, we wanted to discover what motivates people to volunteer, what social factors
impact upon the decision to become a volunteer and the pressures faced in volunteering. In addition, given how important volunteers are
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